教师自主提炼教学主张的方法  

Ways for Teachers to Refine Teaching Propositions Independently

作　　者：王天平[1,2] Wang Tianping(Basic Education Research Center,Southwest University,Chongqing 400715,China;Faculty of Education,Southwest University,Chongqing 400715,China)

机构地区：[1]西南大学基础教育研究中心,重庆400715 [2]西南大学教育学部,重庆400715

出　　处：《课程．教材．教法》2022年第7期147-153,共7页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金2019年度教育学西部项目“基于多维数据挖掘的课堂深度学习发生机制研究”(XHA190291)。

摘　　要：教学主张是教师对如何开展教学活动所持的个人化教学见解,是优秀教师专业发展的重要标志。教师自主提炼教学主张的方式有抽取教学实践知识、澄清教学观念系统、外显教学活动图式。教师自主提炼教学主张的流程包含厘定方向、提取概念、建构语义、拓展模式、检测理论。教师自主提炼教学主张的条件包括教学经验持续增长、自觉学习有关理论、采取教学学术研究、不断进行言语表达和获得适切的专业指导。Teaching propositions are teachers’personalized teaching views on how to carry out teaching activities,and they are important signs of professional development of excellent teachers.The ways for teachers to refine teaching propositions independently include:extracting knowledge of teaching practices,clarifying the system of teaching concepts,and externalizing the schema of teaching activities.The processes for teachers to refine teaching propositions independently include:defining directions,extracting concepts,constructing semantics,expanding models,and testing theories.The conditions for teachers to refine teaching propositions independently include:continuous growth of teaching experience,conscious study of relevant theories,adoption of academic research on teaching,continuous verbal expression,and appropriate professional guidance.

关 键 词：教学主张 教学经验 教学见解 教师专业发展 

分 类 号：G65[文化科学—教育学]